The Orthographic Consistency Effect in the Recognition of French Spoken Words: An Early Developmental Shift from Sublexical to Lexical Orthographic Activation

Autor/inn/en	Pattamadilok, Chotiga; Morais, Jose; De Vylder, Olivia; Ventura, Paulo; Kolinsky, Regine
Titel	The Orthographic Consistency Effect in the Recognition of French Spoken Words: An Early Developmental Shift from Sublexical to Lexical Orthographic Activation
Quelle	In: Applied Psycholinguistics, 30 (2009) 3, S.441-462 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409090225
Schlagwörter	Word Recognition; Grade 4; Grade 3; Grade 2; French; Oral Language; Task Analysis; Portuguese; Literacy; Language Acquisition + Suchen Sie Ihr Suchwort? Worterkennung; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Französisch; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Portugiesischunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachaneignung; Spracherwerb
Abstract	The generality of the orthographic consistency effect in speech recognition tasks previously reported for Portuguese beginning readers was assessed in French-speaking children, as the French orthographic code presents a higher degree of inconsistency than the Portuguese one. Although the findings obtained with the French second graders replicated the generalized consistency effect (both for words and pseudowords, in both lexical decision and shadowing) displayed by the Portuguese second to fourth graders, the data obtained with the French third and fourth graders resembled the adult pattern, with the orthographic effect restricted to lexical decision. This suggests that, in the course of literacy acquisition, the overall orthographic inconsistency of the language's orthographic code influences the rate at which orthographic representations will impact on spoken word recognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10